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ERIC Number: EJ924289
Record Type: Journal
Publication Date: 2010-Jul
Pages: 14
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-0091-0627
Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior
Wyman, Peter A.; Cross, Wendi; Brown, C. Hendricks; Yu, Qin; Tu, Xin; Eberly, Shirley
Journal of Abnormal Child Psychology, v38 n5 p707-720 Jul 2010
A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children's level of understanding and skill to promote use of skills in real life contexts. Two-hundred twenty-six kindergarten-3rd grade children identified with elevated behavioral and social classroom problems from a population-based screening participated in a waitlisted randomized trial of the Rochester Resilience Project derived from this model. In 14 lessons with school-based mentors, children were taught a hierarchical set of skills: monitoring of emotions; self control/reducing escalation of emotions; and maintaining control and regaining equilibrium. Mentors provided classroom reinforcement of skill use. Multi-level modeling accounting for the nesting of children in schools and classrooms showed the following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and off-task behaviors (ES 0.31-0.47). Peer social skills improved for girls but not for boys. Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period. Limitations and future directions to promote skill transfer are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A